Receiving feedback on progress towards their objectives will help development. This 'formative assessment' is an established part of induction programmes in most schools; observation of teaching, objective setting, and formal and informal feedback on progress are typical features of the first year of teaching.
The statutory induction arrangements ensure that this is an entitlement for NQT by setting out a programme of formative assessment activities that include observations and meetings to review progress at least every half-term.
NQTs have specific responsibilities during induction. In particular, they are expected to play an active role in all aspects of their induction programme.
Before an NQT takes up their post
NQTs should familiarise themselves with the induction standards, so they know what will be expected of them.
NQTs should start to think about what they hope to achieve. They will have discussed their strengths and areas for development with their initial teacher training (ITT) provider. They can draw on these discussions, the induction standards and any information they have about their new post.
When an NQT starts their new job
The NQT should discuss their aspirations with their headteacher and/or induction tutor. NQTs should use the career entry and development profile (CEDP) in the context of their new post to begin to set objectives.
During induction
NQTs should participate fully in their induction programme to make it as appropriate and effective as possible. They have an important perspective on their development needs, and should know their strengths and achievements. This means that they should:
- plan a programme of monitoring, support and assessment with their induction tutor
- participate in planned development activities
- review their progress towards the induction standards, and take part in setting, reviewing and revising objectives that will help to meet them
- gather evidence towards their own assessment
- take increasing responsibility for their own professional development, and
- raise any concerns about their induction programme as soon as they identify them.
Career entry and development profile (CEDP)
The career entry and development profile (CEPD) is designed to help trainees and newly qualified teachers (NQTs) think about development at three transition points: towards the end of initial teacher training, at the start of induction and at the end of induction. The profile process supports the reflection on teaching and development that was established during ITT.
When an NQT was a trainee teacher they actively engaged with transition point one with their tutors and mentors. Now that they're an NQT they will use the profile process with their induction tutor to plan their induction.
